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Teacher: Jeffrey A.

Spiva
Subject Area: World History & Geography 1500 Present
Grade Level: 10th grade
Lesson: Selected World Leaders
Standards Addressed:
WHII.13. d) The student will demonstrate knowledge of major events in the second
half of the twentieth
century by describing major contributions of selected world leaders in the second
half of the twentieth
century, including Indira Gandhi, Margaret Thatcher, Mikhail Gorbachev, and Deng
Xiaoping.
Time requirements: 90 minutes
Anticipatory set: 5 minutes
State the lesson objective: 5 minutes
Classroom discussion: 10 minutes
Group work: 20 minutes
Check for understanding: 20 minutes
Guided practice: 15 minutes
Closure: 15 minutes
Materials/Resources Needed:
Textbook or other instructional resources
Internet access
Attachment D: Selected World Leaders
Getting the Students Ready:
1. Learning Objective:
At the end of this lesson the students will be able to name the post WWII
world leaders, list each leaders contributions to the post WWII world, and
place the world leaders on a map of the world in the countries they led.
2. Anticipatory Set:
Before class, all students names are written on one side of an index card. On
the other side, the name of one of three world leaders (Gandhi, Gorbachev,
and Xiaoping) will be written. The three world leaders will be divided
randomly among the students. The teacher will post instructions on the
board:
As the students enter the classroom, they are instructed to affix their index
card to the country or region on the world map where they think that the
world leader listed on their card represents. Next, the students are to take
the first five minutes of class writing down everything they know about the

world leader they were assigned and how that person ties into our previous
lessons on the Cold War.
5 minutes
3. State the lesson objective(s):
At the end of this lesson the students will be able to identify, describe, and
place on a map, the selected world leaders that were prominent post WWII. It
is important to understand how world politics and economics were shaped
post WWII, and the philosophies of those that influenced the changes.
5 minutes
Direct Instruction:
4. Input
The lesson will begin with a classroom discussion on the anticipatory set
activity the students just completed. The teacher will probe the students
with questions like:
How the students came to their conclusions?
What impacts did the leaders have on each other?
Why were they successful as leaders?
The teacher will hand out a worksheet and explain the instructions for the
next activity through demonstration (modeling). The teacher will explain that
the students will break off into four separate groups, with each group
representing one of the selected world leaders (Gandhi, Gorbachev, and
Xiaoping). Each student will go to the group representing the world leader
denoted on the back of the card given at the beginning of class. In the
groups, the students are to complete the worksheet for the world leader they
are representing and discuss their findings. The teacher will use a world
leader not listed on the worksheet as an example for the class on how to
complete the assignment. The teacher will use an appropriate internet
website to gather the information required to complete the assignment.
Once the students fully understand what is expected of them, the teacher will
dismiss them to form their groups and begin the assignment.
(Strategies: modeling)
10 minutes
During the group activity, the teacher will circulate to answer questions and
to make sure that each group is finding the information pertinent to the SOLs:
Indira Gandhi - Closer relationship between India and the Soviet Union during
the Cold War; developed nuclear program
Margaret Thatcher = British prime minister; free trade and less government
regulation of business; close relationship with United States and U.S. foreign
policy assertion of United Kingdoms military power

Mikhail Gorbachev - Glasnost and perestroika; fall of the Berlin Wall; last
president of Soviet Union
Deng Xiaoping - Reformed Communist Chinas economy to a market economy
leading to rapid economic growth; continued communist control of
government
(Strategy: cooperative learning)
20 minutes

5. Check for Understanding


Once the class reconvenes, one student from each group will be chosen at
random to report their research without the use of the worksheet. The other
students will take notes in order to complete their worksheets.
(Strategy: summarizing and notetaking)
20 minutes
6. Guided Practice
The students are to then take each item listed in the contribution column on
the worksheet and find three facts about each item. The teacher will
circulate around the room to determine the students level of mastery and to
provide individual help as needed.
15 minutes
Independent Practice:
7. Closure
The teacher will review the key points of the worksheet while referencing the
world map. With each item that is reviewed from the worksheet, the teacher
will gauge the students final level of understanding with a thumbs up or
thumbs down query.
15 minutes
8. Independent Practice
The students will complete the guided practice activity at home.
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The following is NOT part of a Madeline Hunter lesson plan, however, for the
purposes of learning how to plan, please answer the following questions:
1. What instructional strategies are being used? Is this adequate? Why?
The instructional strategies being used are modeling, cooperative learning,
and summarizing and notetaking. I believe this is an adequate blend of
instructional strategies because they address many different learning styles

while at the same time covering the essential understandings, questions,


knowledge, and skills required by the WHII.13.d SOL.
2. What learning styles are being addressed? Is this adequate? Why?
The learning styles that are being addressed are: visual (map and
worksheet), verbal (teacher led discussion), physical (physically placing cards
on world map), social (group work), and solitary (guided practice). I believe
this is adequate because it addresses five of the seven learning styles.
3. What level of Blooms taxonomy am I expecting the students to operate on?
Is this adequate? Why?
I expect the students to operate on the analyze level of Blooms taxonomy. I
think this is adequate as it is a step in scaffolding. In the next lesson the
students will move up to the evaluate the different political and economic
systems of the world.